Educational Services for Students who are Deaf or Blind in Iowa
Background
As we embark on adding services for students who are deaf or blind in Iowa, let’s affirm the great value of the services that we have in Iowa. Iowa is fortunate to have highly qualified teachers and support personnel from teachers of the deaf and hard of hearing, teachers of the blind and visually impaired, audiologists, orientation and mobility specialists, speech and language pathologists, educational interpreters and an array of other service providers who enrich the quality of services statewide.
Iowa students who are deaf or blind benefit greatly from the direct and consultative services of these providers, whether at Iowa School for the Deaf, through the important itinerant and consultative service models and classroom-based services available in some locations in the state. These models need to continue to be available for students as we explore additional services to meet student needs.
Population
The population of students with low incidence disabilities varies greatly. This plan includes students who are deaf or hard of hearing, blind or visually impaired, deafblind and those with a sensory impairment and additional disabilities ranging from significant learning challenges to multiply handicapped. The term deaf or blind in this document is intended to convey the full range of students served to include hard of hearing, visually impaired, deafblind and those with additional disabilities.
Planning Tool for Regional Programs for Services for Students who are Blind or Deaf
1. The What:
1.1 What are regional programs?
Regional Programs are intended to be a service delivery system that provides for a full continuum of services for students who are deaf or blind by adding to the current continuum of services in Iowa to meet the needs of the students and the requirements of state and federal legislation. Each Regional Program will be designed to meet the needs of the part of the state where it is located as well as the current needs of students in that locale. Regional Programs will not include a residential component as they will be located where students can access on a day student basis. Common features to each Regional Program will be: 1. Consideration of child and student needs from birth to adulthood; 2. Assurance that the locale has an array of instructional services available for students who are deaf and blind; 3. Focus on meeting the requirements of the core and expanded core curriculums to prepare students for working, living and further learning; 4. Include opportunity for participation in extra-curricular activities through the host or resident district; 5. Partnership between providers of services (local education agencies, Area Education Agencies, Board of Regents, Department for the Blind, Iowa Vocational Rehabilitation Services) Community Colleges, Institutes of Higher Education and businesses; 6. Focus on highly-qualified staff through recruitment, professional development and supervision; and 7. Parent involvement.
The following are features of regional programs.
Ø Located within an hour from where students reside.
Expand opportunities to make sure students are in the least restrictive environment.
Ø Meet the requirement to provide a full continuum of services for students who are deaf or blind. Ensure a full continuum of service for students who are deaf or blind.
Ø Will add classroom-based options for students who are deaf or blind.
Ø Designed to specifically meet the needs within the geographic area.
Ø Operates in conjunction with the local school district and area education agency
(AEA) where the regional center is located.
Ø Operates in partnership with the AEAs to include support services such as an
audiologist and speech and language pathologists.
Ø Includes endorsed teachers of the visually impaired, teachers of deaf and hard of
hearing, licensed interpreters, and specially trained paraprofessionals.
Ø Coordinates with other providers and agencies for services such as Department for
the Blind, Iowa Vocational Rehabilitation Services, and teacher training programs.
Ø Provides leadership to services for students who are deaf or blind for a specific area
of the state, including:
o Personnel recruitment, assignment, supervision, and professional development.
o Student Individual Education Programs (IEPs), Individual Family Services Plans (IFSPs), and Expanded Core Curriculum (ECC) services.
o Parent and family involvement
1.2 What is the intent behind the regional programs?
To provide for the needs of students statewide, the Feasibility and Planning Committee considered the creation of regional programs or centers to enhance the continuum of services for students who are deaf or blind. The intent is to provide equitable services statewide for students who are deaf or blind. Currently, Iowa has an array of services that are not provided consistently across the state and Regional Programs are intended to fill the current gap in service. Regional programs will add to the current services for students who are deaf or blind.
Not all students in Iowa have access to the services that they require to receive a free and appropriate public education (FAPE). As the following two paragraphs explain, the current continuum of services for children and students in Iowa who are deaf or blind varies by disability and locale.
For students who are deaf, they have access to itinerant-based services (periodic services provided by a Teacher of the Deaf) and/or support services such as Educational Audiologist and/or Speech and Language Pathologist. They may have access to Educational Interpreters as needed. In some locales they have access to classroom-based instructional services by licensed teachers of the deaf. This access is usually limited to the larger population centers and may serve students from outside the sponsoring school district as well as those from the district. Students may receive other special education services per their IEP. Based on need and Individual Education Program (IEP) team recommendation, students also have access to a full array of instructional and support services offered by Iowa School for the Deaf (ISD) in Council Bluffs. ( Expanded Core Curriculum)
For students who are blind, they have access to itinerant-based services provided by a Teacher of the Visually Impaired (TVI) and/or Orientation and Mobility Specialist. Many of the students with additional disabilities also access special education instructional services provided by the local school district as per the IEP. Children, families and students also have access to extended learning opportunities in areas of the expanded core curriculum offered throughout the state. Consultants specific to students who are blind, including those with additional disabilities, support instructional and AEA teams statewide. There are no classroom-based instructional programs specific to blind or visually impaired available for students who may require more intense instruction than what is provided through the itinerant model. There is also no residential program option available in Iowa for students who are blind or visually impaired.
It is recognized nationally as well as in Iowa that Braille instruction is essential for many students and an important component of the role of the TVI. There is a strong correlation between success as an adult and use of Braille for individuals who are blind. The Itinerant model does not always provide sufficient time for intense instruction in Braille as needed.
Similarly, it is recognized that for many students who are deaf or hard of hearing that access to explicit and direct instruction through manual communication as well as oral communication is essential for full access to the curriculum and content. Providing for access and instruction through manual and oral communication is a primary role of the itinerant model and is supported by educational interpreters, however, for some students this model is insufficient to meet the students’ total communication needs.
1.3 What is the continuum of services to be offered through the regional programs?
Regional Programs will add to the current continuum of services statewide by providing equitable access to support and instructional services for students who are deaf or blind including those with additional disabilities.
The continuum of services with Regional Programs will extend from identification to exit from special education services. Regional Programs will serve children from birth, when on an Individual Family Service Plan (IFSP), through the development, implementation and exit from an Individual Education Programs (IEP).
Regional Programs will add to the current continuum of services by providing a classroom-based instruction component for those deaf or blind students who need more intense services. This classroom-based service will focus on developing the skills needed to be successful in accessing the curriculum. It is anticipated that to frontload services with early childhood and elementary will reduce the need for more intense special education instruction as students progress. It is also recognized that effective transition services including curricular preparation for college bound or career ready students is a need that will be supported by Regional Programs. This addition to the continuum will be designed to be flexible to allow for student services as they need more intensity and return them to home-district based itinerant services when those services will meet their needs. Regional Programs would be for students who do not require the intensive services offered through Iowa School for the Deaf (ISD). The model will allow for movement to a campus-based program for deaf and hard of hearing at ISD when needed and an increase in options for students who are blind or visually impaired. Iowa currently has a gap in intense educational services for students who are blind that includes a residential component. Future planning for the Regional Program site at ISD will include planning for a residential component as a part of the continuum for students who are blind.
Regional Programs will be located in communities with resources available (i.e., business, community rehabilitation providers, Community College) for when students are at transition age in order to provide for experiences and linkages. These resources will help to support student transition to the adult world for services, jobs and further education.
Regional Programs will also be located in a community large enough to support personnel recruitment and retention as both are major considerations for the future services to these low incidence populations. Regional Programs will provide for the professional development needs of the personnel assigned to the region, serving deaf or blind, in partnership with other schools and agencies in the geographic area.
1.4 What will be the role of others in the regional programs?
Regional Programs will be a formal partnership between the providers of services for deaf or blind in Iowa. Other agencies, organizations and businesses will contribute to the success of Regional Programs, but the formal agreement will be between the partner education and rehabilitation agencies that are charged with providing services statewide to children and youth who are deaf or blind. The formal agreement between partner agencies: Board of Regents, State of Iowa; Iowa Department of Education; Local Education Agencies; Iowa Department for the Blind; organization of Area Education Agencies and Division of Vocational Rehabilitation will articulate the roles and responsibilities of each partner. An outline of agencies’ responsibilities follows:
Local Education Agency - Host1. Enter into partnership agreement
2. Stability – not moved from building to building
3. Ownership of regional program supported for items such as:
4. administrative support
5. professional dev.
6. Policies and Procedures of the district
7. Calendar
8. Information Technology
Student support for:
Communication with partner district and other agency personnel and parents
9. Participation in extra-curricular activities
10. problem solving
11. discipline practice
12. Participation in IEP meetings
13. Provide space and location for regional program under lease agreement
14. Provide access to instructional programs and curriculum as per the IEP for students served in the regional program
15. Participate in the recruitment and provide input to the supervision of regional program personnel
16. Provide financial support through special education- weighted allocation based on actual cost
Local Education Agency - Host
17. Work with LEA Partner districts for transportation- such as for extra-curricular activities
18. Follow State AEA Special Education Procedures Manual for IEP development, implementation and meeting
19. Coordination with partner district and other agencies on the entry and exit of students from the regional program
20. Provide for the assistive technology and accommodations for the student / Local Education Agency – Partners
1. Enter into partnership agreement
2. Retain responsibility for the educational program for the student
3. Provide financial support through special education- weighted support based on actual cost
4. Transportation to and from regional program
5. Participation in extra-curricular activities
6. Participation in student’s educational program including participation in all IEP meetings
7. Promotion of the regional program for eligible students
8. Follow State AEA Special Education Procedures Manual for IEP development, implementation and meeting
9. Coordination with partner district and other agencies on the entry and exit of students from the regional program
10. Provide for the assistive technology and accommodations for the student / Board of Regents – Special Schools Programs
1. Enter into partnership agreement
2. Provide primary responsibility for recruitment, employment and supervision of Regional Program personnel (Teachers; interpreters; paraeducators) in partner with LEA and AEA
3. Coordinate professional development for personnel statewide serving deaf or blind
4. Operate the regional program(s) in partnership with the LEAs and AEAs
5. Lead the strategic initiatives of the regional programs including planning and evaluation of outcomes
6. Provide leadership for services to students who are deaf or blind throughout the geographic area of the region
7. Maintain efforts of financial obligations to pilot and expand through new and existing state appropriations support for regional programming facilities, supervision, personnel
8. Coordination with partner district and other agencies on the entry and exit of students from the regional program
9. Ensure that appropriate assistive technology and accommodations are provided
Vocational Rehabilitation and Department for the Blind
1. 1. Enter into partnership agreement
2. 2. Assist in securing and monitoring real paid work experience
3. 3. Provide linkages with businesses and companies for internships and possible sponsorships
4. 4. Arrange and/or provide for accommodations in post secondary environments
5. 5. Participate in IEP for transition
6. 6. Coordinate ongoing communication between VR counselors
7. 7. Determine eligibility and coordinate Individual Plan for Employment IPE with IEP prior to graduation / Area Education Agency
1. 1. Enter into partnership agreement
2. 2. Assign and supervise support personnel (e.g., Audiologist, SLP, OT, PT)
3. 3. Assist with student evaluation and reevaluation
4. 4. Provide space or location for some regional services
5.Assist in the provision of professional development
5. 6. Participate in the recruitment of Regional Program personnel (Teachers; interpreters; paraeducators) in partner with LEA and Special Schools programs
7.Collaborate and coordinate with Vision Liaisons and Leadership Team for Deaf and Hard of Hearing / Department of Education
1. 1. Enter into partnership agreement
2. 2. Assist in collecting, analyzing and reporting outcomes data
3. 3. Assure special education services meet compliance requirements of the law
4. 4. Financial support to regional programs for low incidence populations
5. 5. Ensure that a continuum of services is provided statewide
6. 6. Collaboration and coordination with partners
Another important contributor to Regional Programs will be the potential role that may be served by Community Colleges and other Institutions of Higher Education. Potential services may include: